In Education, there is a growing need to shift the focus of research from short-term and distance-oriented relations to long-term and moderated/medi¬ated interactions. In the field of Media Education, studies have stressed the relevance of text analysis as a semiotic mediator in the teaching and learning process. This paper examines the relation between images and learning and therefore between words/texts and their iconic representation through the Orbis Pictus" by Comenius and later studies by R. Mayer on multimedia learning. The idea of combining words and images was for the first time methodologically conceptualized by the work by Comenius who linked the teaching to real and perceivable experience in order to improve understand¬ing and therefore learning. Mayer’s theory, in developing the principles for reducing the incidence of extraneous processes on memory workload in mul¬timedia learning, offers possible models for structuring knowledge where images and texts are key elements for instruction. Conclusions stress the role of images that, rather than a simple support in the learning process, have rel¬evance as structural features for teaching and learning interactions.
Keywords: Comenius, Mayer, multimedia learning, image, text, media edu¬cation